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Virginia Department of Education Every Student Succeeds Act of 2015

Title I Schoolwide Plan Template

Revised October 2016 of 21

Division Name: Henry County Public Schools

School Name: Mt. Olivet Elementary School

Date: September 7, 2018

Select One: Initial Plan X Revision

Title I schools implementing schoolwide programs are required to develop schoolwide plans in accordance with Section 1114(b) of the Every Student

Succeeds Act of 2015 (ESSA). Guidelines for plan development include the following:

● The plan should be developed with the involvement of:

o Parents;

o Other members of the community to be served;

o Individuals who will carry out the plan, including teachers, principals, other school leaders, administrators, paraprofessionals present

in the school;

o The local education agency;

o To the extent feasible, tribes and tribal organizations present in the community; and

o If appropriate

▪ Specialized instructional support personnel;

▪ Technical assistance providers;

▪ School staff; and

o If the plan relates to a secondary school, students and other individuals determined by the school;

● The plan should be available to the Local Educational Agency (LEA), parents, and the public; information in the plan should be in an

understandable and uniform format and, to the extent practicable, provided in a language that parents can understand; and

● If appropriate and applicable, the plan should be developed in coordination and integration with other federal, state, and local services,

resources, and programs, such as programs supported under ESSA, violence prevention programs, nutrition programs, housing programs,

Head Start programs, adult education programs, career and technical education programs, and schools implementing comprehensive support

and improvement activities or targeted support and improvement activities under section 1111(d).

The ESEA requires four components to be included in the schoolwide plan. The template below provides a framework that may be used to develop

and/or update a schoolwide plan. For each component, the narrative section in the template should be completed in sufficient detail to document how




the component has been thoroughly and thoughtfully addressed. Schoolwide plans should be reviewed annually and revised as necessary to promote

continuous improvement and to reflect the school’s initiatives to upgrade the entire educational program of the school.

To maintain focus, eliminate duplication of effort, and promote comprehensiveness, schools should operate under a single plan if at all possible. A

school that already has a plan for school improvement might consider amending it, rather than starting over, provided that the existing plan was based

on a comprehensive needs assessment and can be revised to include the four required schoolwide components. This template can be used by schools

with existing Indistar® plans to reference indicators and tasks in the Indistar® plan that related to the schoolwide components.

Directions: Complete each of the four components by following these steps:

Using Indistar®:

● Access the Title I Schoolwide Plan template from the “Complete Form” tab of the Indistar® dashboard.

● Provide a narrative response that describes how the school has addressed the requirements for each component;

● Where applicable, identify the indicator(s) and task number(s) from the school’s Indistar® plan that align with each required component;

● Click “Save” at the bottom of the form to save your responses; and

● Submit the plan to your LEA Division Contact by returning to the dashboard. Under the “Submit Forms/Reports” tab, go to the Title I Plans

section, and select the Title I Schoolwide Plan “Submit” button.

Not Using Indistar®:

● Access the Title I Schoolwide Plan template on the Title I web site.

● Provide a narrative response that describes how the school has addressed the requirements for each component; and

● Submit the plan as directed by your LEA Title I Coordinator.

Resources:

Schoolwide program resources, including USED guidance on Designing Schoolwide Programs, Supporting School Reform by Leveraging Federal

Funds in a Schoolwide Program, and Title I Fiscal Issues, can be accessed at the Title I website under Guidelines and Procedures/Federal Guidance.

http://www.doe.virginia.gov/federal_programs/esea/title1/part_a/index.shtml

http://www.doe.virginia.gov/federal_programs/esea/title1/part_a/index.shtml




The school will work to achieve and maintain full accreditation and continue academic improvement.

SMART Goal #1: By May 2019, Mt. Olivet Elementary School will be fully accredited by the Virginia Department of Education based on the

Standards of Learning test results. Student test results will exemplify at least 84% pass rate in English.

SMART Goal #2: By May 2019, Mt. Olivet Elementary School will be fully accredited by the Virginia Department of Education based on the

Standards of Learning Test results. Student test results will exemplify at least 86% pass rate in Math.

SMART Goal #3: By May 2019, 90% of K-2 students at Mt. Olivet Elementary School will show growth on the MAP Reading assessment as

measured by the fall and spring testing. At least 50% of those students will meet or exceed their expected RIT score for the school year.

SMART Goal #4: By May 2019, 90% of K-2 students at Mt. Olivet Elementary School will show growth on the MAP Math assessment as

measured by the fall and spring testing. At least 50% of those students will meet or exceed their expected RIT score for the school year.

Evaluator’s Signature: _________________________________________________ Date: __________________________

Administrator’s Signature: ______________________________________________ Date: ___________________________

A Virginia Department of Education presentation on Requirements and Implementation of a Title I Schoolwide Program can be accessed at:

http://www.doe.virginia.gov/federal_programs/esea/index.shtml.

http://www.doe.virginia.gov/federal_programs/esea/index.shtml




Component 1 §1114(b)(6):

A comprehensive needs assessment of the entire school that takes into account information on the academic achievement of children in relation to the

challenging state academic standards, particularly the needs of those children who are failing, or are at-risk of failing, to meet the challenging state

academic standards and any other factors as determined by the local educational agency.

Evidence: A systematic effort involving multiple stakeholders to acquire an accurate and thorough picture of strengths and weaknesses of the school

community, thus identifying student needs through a variety of information-gathering techniques. A data analysis summary must be included which

incorporates benchmarks used to evaluate program results. The results of your data analysis must guide the reform strategies that you will implement

to improve instruction for all students.

Narrative:

Mount Olivet Elementary is a rural elementary school currently serving 314 students. Mt. Olivet is a feeder school to Laurel Park Middle School

and to Magna Vista High School. 56% of the student population is male, and 44% is female. 100% of the student body is eligible to receive free

breakfast and free lunch. Mt. Olivet also participates in the Fresh Fruit and Vegetable Program, which offers fruit and vegetable snacks to

students up to three times per week. Currently, our school provides EL services to 4% of our student population. The Hispanic population makes

up 8% of our school population. 14% of our students receive special education services that consist of the categories: Speech and Language,

Other Health Impaired, Developmentally Delayed, and Specific Learning Disabilities. The average class size in our K-3 classes is 19 and the

average class size in 4th and 5th grade classes is 21 students.

Mt. Olivet Elementary School currently has approximately 50 staff members. Our reading staff consists of one instructional coach, one reading

specialist, two instructional reading assistants, and two PALS tutors. At our school, all students have access to iPads, laptop computers, educational

software programs, and a computer lab. A balanced literacy model is utilized during Language Arts to guide our reading instruction in grades K-5.

This model includes instruction focused on the areas of writing, guided reading, independent reading, word study, and whole group (on grade level)

reading. Grades 3, 4, and 5 are continuing the implementation of daily Sustained Silent Reading to support language arts instruction and reading.

All third, fourth, and fifth graders currently have individual iPads for instruction. This device serves as their textbook and educational resource for

classwork, testing, and research. Students in grades K-2 have access to classroom sets of iPads. Each student has been assigned an iPad for use

during the school day. Though the devices do not serve as their textbook, as in grades 3-5, students use the devices as an educational resource for

classwork, testing, and research.




Mt. Olivet Elementary currently offers a preschool program for children four years of age. We currently have one preschool class of 16 students, 1

teacher, and 1 paraprofessional. Mt. Olivet Elementary School has an Early Childhood Special Education class with 5 students, 1 teacher, and 2

paraprofessionals. Mt. Olivet Elementary School also has an Autism class with 4 students, 1 teacher, and 2 paraprofessionals.

Mt. Olivet Elementary School participates in the weekend Backpack program. The school provides a full-time counselor to assist students and

parents. The guidance counselor provides instruction on multiple topics such as bully-prevention, pillars of character, self-respect, citizenship, and

substance abuse prevention.

We hold after school tutoring in the fall and spring for 3rd, 4th, and 5th grade students for additional math and reading instruction.

Prior to the start of the 2018-2019 school year, Mt. Olivet teachers and staff analyzed student achievement data in order to prepare for instruction

for the upcoming school year. Teachers and staff reviewed the most current test data, including SOL and MAP testing data, and the VDOE

Curriculum Framework and HCPS Curriculum by grade level and subject area.

Additional data has also been reviewed and analyzed by teachers and staff. This data includes SOL, MAP, PALS, DSA, PowerTest, and SRI

(Scholastic Reading Inventory) data. This data is discussed during grade level meetings on a weekly basis. Additional review time is

allotted during monthly Student Support Team meetings. Specific data, related to student learning goals that have been established, are

reviewed and targeted interventions are planned for implementation upon return to the classroom.

The major data reports reviewed are below:

PALS Data

Session Grade Number Assessed Number Identified Percentage Identified

Fall 2016 Kindergarten 42 4 10




1st 42 5 12

2nd 55 12 22

3rd 45 10 22

Spring 2017 Kindergarten 41 7 17

1st 41 5 12

2nd 55 13 24

3rd - - -

Fall 2017 Kindergarten 51 11 22

1st 43 7 16

2nd 41 7 17

3rd 58 12 21

Spring 2018 Kindergarten 49 8 21

1st 42 7 16

2nd 45 7 17

3rd - - -

Fall 2018 Kindergarten Not assessed yet




(*As of 9/7/18) 1st 48 8 17

2nd 41 9 22

3rd 47 11 23

PALS summary of Data:

Any identified student will receive 30 minutes of additional reading intervention daily. PALS tutors will collaborate with classroom teachers

and the Reading Specialist to provide instruction that is differentiated to meet the needs of identified students. This information is shared with

teachers and parents.

SOL Data

Subject Benchmark 2018 2017 2016 2015 2014

English 75 84 81 80 74 67

Math 70 86 82 82 82 73

History 70 94 94 89 89 84

Science 70 90 88 78 80 80

SOL




Summary of Data:

Benchmarks for the 2017-2018 school year were met in all areas. Scores increased in the areas of English, Math, and Science. History scores

remained the same.

Te Teachers will provide instructional support in the areas identified as weaknesses. Additionally, the subgroups for special education students,

black students, and economically disadvantaged students will be monitored closely for academic growth and progress.

MAP Data

Math Current Spring 2018 Fall 2018

Total Tests Grade K 40 49 49

Mean RIT 136 158.3 139.8

SD 8.7 11.8 10.2

Norm RIT 140 159.1 140

Students @ or Above Norm RIT 10 26 24

Total Tests Grade 1 48 43 43

Mean RIT 159.5 176.2 156.3

SD 12.5 12 15.2




Norm RIT 162.4 180.8 162.4



Mean RIT 171.3 188.5 172.8

SD 11.7 9.7 12

Norm RIT 176.9 192.1 176.9



Mean RIT 185.9 200.3 187.9

SD 12.4 8.2 10.5

Norm RIT 190.4 203.4 190.4






Mean RIT 200.1 214.1 202.7

SD 10.7 9.8 9.3

Norm RIT 201.9 213.5 201.9



Mean RIT 206.4 220.1 210

SD 13.1 9.4 8.1

Norm RIT 211.4 221.4 211.4


Reading Current Spring 2018 Fall 2018

Total Tests Grade K 40 48 49

Mean RIT 138.2 159.8 139.3

SD 5.4 14.6 8.1

Norm RIT 141 158.1 141






Mean RIT 159.9 176.8 159.6

SD 12.8 14.7 13.9

Norm RIT 160.7 177.5 160.7



Mean RIT 169.9 185.4 173.9

SD 13 17.1 16.3

Norm RIT 174.7 188.7 174.7



Mean RIT 189.7 199.1 186.5




SD 16.3 15.5 17.7

Norm RIT 188.3 198.6 188.3



Mean RIT 196.4 208.8 199

SD 15.5 9.9 12.4

Norm RIT 198.2 205.9 198.2



Mean RIT 206.4 213 205.2

SD 15.3 12 12.2

Norm RIT 205.7 211.8 205.7





Strategy #1 – Mt. Olivet teachers will meet each quarter with the Instructional Team (Instructional Coach, Reading Specialist, Administration) to

review student performance data. During this time, the teacher and the instructional team will formulate a plan to respond to the

instructional needs of students who are not meeting minimum grade level performance standard expectations and those exceeding grade

level performance standard expectations.

Strategy #2 – Mt. Olivet teachers will begin using FastBridge, a progress monitoring and assessment tool, to measure and monitor student

progress in reading, math and social-emotional behavior.

Strategy #3 - Lucy Calkins writing units of instruction will be utilized by all teachers in grades Kindergarten-Grade 5. Teachers will be trained on

the delivery of the lesson units. Training is provided monthly by a designated trainer proficient in the writing processes and principles of

Lucy Calkins. Student writing will be collected and examined for growth over the course of the school year. This will take place during

grade level meetings.

Bud Budget Implications:

Funding and budgeting for these items will occur based on the input of the Principal and School Board staff.

Benchmark/Evaluation Strategy #1 – Meeting Logs/Data Conference Meeting Notes and Plans

Strategy #2 – Intervention Logs/Progress Monitoring Graphs or Notes

Strategy #3 - Scheduling/Observations and Walkthroughs/Grade Level Meetings




Component 2 §1114(b)(7)(A)(i):

Provide a description of schoolwide reform strategies that provide opportunities for all children, including each of the subgroups of students (as

defined in section 1111(c)(2)) to meet the challenging state academic standards.

Evidence: Scientifically-based research strategies based on identified needs and designed to raise the achievement level of all students on content

standards. Provide information on how the selected strategies will increase student achievement in underperforming subgroups, if applicable.

Include a description of how the reform strategies will be evaluated for effectiveness.

Narrative:

Prior to the start of the 2018-2019 school year, Mt. Olivet teachers and staff analyzed student achievement data in order to prepare for

instruction for the upcoming school year. Teachers and staff reviewed the most current SOL test data to target underperforming subgroups.

The results are as follows:

Academic Achievement Gap English – Area for Focus for 2018-2019 - Students with Disabilities – 67%

Academic Achievement Gap Math – Area for Focus for 2018-2019 – Students with Disabilities – 63% (3 Year)

Additional Areas to Maintain:

Academic Achievement Gap English – Black – 75%

Academic Achievement Gap Math – Black – 82%; Economically Disadvantaged – 81%

Strategy #1: All teachers are required to provide differentiated small group instruction geared to the academic needs of individual students.

This includes differentiated instruction during the guided reading period during the English/Language Arts block of instruction. Small group

instruction will be provided for any student not performing on grade level. Lesson plans and remediation logs will be monitored to ensure that

remediation time is included in daily schedules. Periodic classroom visits will be made by the school’s Leadership Team during scheduled

remediation blocks.

Strategy #2: Lucy Calkins writing units of instruction will be utilized by all teachers in grades Kindergarten-Grade 5. Teachers will be trained

on the delivery of the lesson units. Training is provided monthly by a designated trainer proficient in the writing processes and principles of

Lucy Calkins. Student writing will be collected and examined for growth over the course of the school year. This will take place during grade

level meetings.




Strategy #3: Teachers will use formative assessments daily. Instruction will be adjusted, as needed, in response to the needs of students. Small

group remediation/reteaching, individualized instruction or conferencing, pull-out groups by EL staff, special education staff, or

paraprofessionals will be utilized to help remediate or differentiate instruction for students performing below grade level.

Budget Implications:

F Funding and budgeting for these items will occur based on the input of the Principal and the School Board staff.

Benchmark/Evaluation (or related Indistar® indicators (if applicable): Strategy 1 - Lesson Plan Reviews/Remediation log reviews/Observations and Walkthroughs

Strategy 2 - Professional Development (Trainings)/Classroom observation/Lesson Plan Reviews/Student Work Samples

Strategy 3 - Scheduling/Observations and Walkthroughs/Grade Level Meetings




Component 3 §1114(b)(7)(ii):

Provide a description of schoolwide reform strategies that use methods and instructional strategies that strengthen the academic program in the

school; increase the amount and quality of learning time; and help provide an enriched and accelerated curriculum, which may include programs,

activities, and courses necessary to provide a well-rounded education.

Evidence: Scientifically-based research strategies or activities that strengthen and enrich the academic program by: extending the school day;

embedding reading and/or mathematics curricula into other instructional areas; or other strategies as appropriate. Include a description of how the

reform strategies will be evaluated for effectiveness.

Narrative:

Oral language, reading, and writing are areas of weakness at Mt. Olivet. During the 2018-2019 school year, additional attention

will be focused on spelling in context and on academic vocabulary acquisition since those language skills are necessary to be

successful in all content areas. Teachers have access to the following resources:

● Read 180 / System 44 (3-5)

● Balanced Literacy Model and resources

● The Next Steps to Guided Reading by Jan Richardson

● Lucy Calkins Writing Resources and Trainings

● myON (3-5)

● SOLPASS.org (3-5)

● Open Court Phonics Instruction (Foundational Skills sets for each classroom K-2))

● iXL Math and Language Arts

● Reading A-Z

● Science A-Z

● Vocabulary A-Z

● PALS Instruction (30 minutes daily for identified students)

● EL Instruction (30 minutes daily for identified students)

● Special Education Services for identified students

● Child Study

● Student Support Teams (progress monitoring of the lowest 5% of students in math and reading)

● Dan Mulligan Resources




Strategy #1: All K-2 classroom teachers are utilizing Open Court Skills Kits as part of their implementation of the Balanced

Literacy Model. Teachers will use the Open Court scripted lessons to systematically teach phonemic awareness, phonics, and

spelling patterns.

Strategy #2: All K-5 teachers are required to incorporate Science and Social Studies into their Reading and Math blocks. Teacher

schedules do not reflect a separate block for Science and Social Studies this year. Teachers have been provided a number of

resources to use including Scholastic News, SOL Coach books, VA Studies Weekly (4th grade), MyOn (3rd – 5th grades),

SOLPASS.org (3rd-5th grades), Reading A-Z, Science A-Z, Vocabulary A-Z, and Scholastic Libraries.

Strategy #3: The Lucy Calkins writing program will be implemented this year while we continue to encourage writing in all

subject areas. The writing assessments built into the program assess student growth and help to drive teacher instruction.

Budget Implications:

F Funding and budgeting for these items will occur based on the input of the Principal and the School Board staff.

Benchmark/Evaluation (or related Indistar® indicators (if applicable): Strategy 1 - Professional Development/Observations and Walkthroughs/Grade Level Meetings

*This strategy will be continued from 2017-2018.

Strategy 2 - Scheduling/Observations and Walkthroughs/ Lesson Plan Review and Feedback/Formative Assessment Data

Strategy 3 - Work Samples/Lesson Plan Review/Professional Development (Training)




Component 4 §1114(b)(7)(iii):

Provide a description of schoolwide reform strategies that address the needs of all children in the school, but particularly the needs those at risk of not

meeting the challenging state academic standards, through activities which may include—

▪ Counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other strategies to

improve students’ skills outside the academic subject areas;

▪ Preparation for and awareness of opportunities for postsecondary education and the workforce, which may include career and technical

education programs and broadening secondary school students’ access to coursework to earn postsecondary credit while still in high school

(such as Advanced Placement, International Baccalaureate, dual or concurrent enrollment, or early college high schools);

▪ Implementation of a schoolwide tiered model to prevent and address problem behavior, and early intervening services, coordinated with

similar activities and services carried out under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.);

▪ Professional development and other activities for teachers, paraprofessionals, and other school personnel to improve instruction and use of

data from academic assessments, and to recruit and retain effective teachers, particularly in high-need subjects; and

▪ Strategies for assisting preschool children in the transition from early childhood education programs to local elementary school programs and,

if programs are consolidated, the specific state educational agency and local education agency programs and other federal programs that will

be consolidated in the schoolwide program.

Evidence: Scientifically-based research strategies or activities such as student support services; behavior intervention systems; tiered systems of

support; teacher recruitment and/or retention activities; or other activities as appropriate. Include a description of how the reform strategies will be

evaluated for effectiveness.

Narrative:

Student Support and Child Study Teams are integral parts of Mt. Olivet Elementary’s student support services. Research-based

interventions such as incremental rehearsal, cover-copy-compare, “drill sandwich”, Hattie’s and Marzano’s strategies,

summarization and note taking, non-linguistic representation, identifying similarities and differences, and giving feedback are

frequently discussed and used to ensure student learning, based on the effect size of learner outcomes. These strategies are used

with identified students during small and/or individual instruction and in the general classroom setting. Other research-based

strategies that classroom teachers incorporate to enrich their students’ instruction are:

· PALS Instruction (30 minutes daily for identified students)

· EL Instruction (30 minutes daily for identified students)




· Special Education Services for identified students

Currently, Mt. Olivet Elementary targets identified Tier 3 and Tier 2 students in mathematics and reading. Selected students are

involved in progress monitoring (RTI). Student Support Teams monitor the selected Tier 2 students every two weeks (lowest

5% of students in math and reading). Those in Child Study (Tier 3) are progress monitored weekly. Based on student learning

data (MAP, PALS, etc.), teachers are able to more accurately identify the tier in which their students should be placed.

There is flexibility, in that students can move from one tier to another based on data and student progress. SST/Child Study

Teams determine which research-based interventions are to be used and their frequency (most interventions are given daily).

This information is included in the student’s SST/Child Study Plans and progress monitoring logs. Teams meet regularly to

assess student progress and the effectiveness of the research-based interventions. If students are making progress current

interventions are kept in place. However, if progress is not being made new research-based interventions are implemented.

Intervention groups are flexible and fluid; this includes the Student Support Teams, Child Study, and classroom groupings.

Students have the opportunity to review and practice interventions during daily intervention and remediation times, which is a

part of each teacher’s daily schedule. Reading and Math tutoring are also available at predetermined times during the first and

second semesters, for identified students in grades 3-5; and PALs tutors are available for K-2.

Each teacher at Mt. Olivet Elementary is required to have and implement a classroom behavior management plan. The School

Counselor (with the assistance of community agencies such as Family Preservation and Piedmont Community Services) also

works with teachers to help all students develop positive character skills. This is to aid students in utilizing appropriate

social/coping/academic skills that will ensure more positive interactions and life experiences in school and in the community.

Through these services, students learn the importance of character development as it relates to favorable outcomes in all areas

of life, and the use of preventative and intercessory measures to problem-solve. This allows students to practice skill

development in a constructive and nurturing environment.

This year, Mt. Olivet will also begin the journey of initiating PBIS (Positive Behavior Interventions and Supports) into the

school’s procedures. Consistent use of PBIS will help to create strategies to prevent problems, and to teach and reinforce

expected behaviors within the school setting. In conjunction with these services and interventions, many staff have acquired

Safety Care training. Safety Care training provides guidelines in how to properly interact with both disabled and non-disabled

students.




Also available at Mt. Olivet Elementary is the High Scope Preschool Curriculum, which helps assist pre-school children in their

transition from the early childhood education program to the local elementary school program. The High-Scope Curriculum is

a comprehensive model that addresses all areas of development and the skills and behaviors at each stage of development that

pave the way for school success. The strategies are scaffold to support and extend children’s learning. Not only does High Scope

prepare children for later schooling, it takes the learning process beyond traditional academics by promoting independence,

curiosity, decision making, cooperation, persistence, creativity, and problem-solving in young children.

The Early Childhood Special Education, Special Education, and Autism Spectrum Disorder programs assist with the

implementation of consistent inclusion of children with disabilities, as identified according to the specific state and local

educational agencies.

All faculty at Mt. Olivet Elementary meet the VDOE’s Highly Qualified criteria; being fully licensed by the state, having at

least a bachelor’s degree, and having demonstrated efficient competency in each core area that they teach. Two staff members

currently hold National Board Certification, and more than 50% of Mt. Olivet Elementary faculty have Master’s Degrees.

In regards to teacher recruitment and retention, Henry County Public Schools is constantly working on expanding and improving

existing new teacher orientation, mentoring and professional development programs. Mentoring and professional development

programs will focus on effective research-based instructional strategies, the use of data and assessments to guide instruction,

teacher collaboration, and increasing teacher knowledge of the academic content they teach.

HCPS collaborates with higher education institutions, businesses and industries to provide opportunities for teachers to obtain

advanced degrees, certifications, and re-certification points. HCPS also provides job-embedded, relevant professional

development for instructional staff. HCPS identifies professional development needs for every faculty member and each support

staff employee classification, and provides appropriate training in areas of need.

Mentoring and professional development are opportunities that teachers at Mt. Olivet Elementary School are able to participate

in and/or assist with. New teachers at Mt. Olivet Elementary are assigned a mentor teacher to help guide them through their

first years of teaching. The new teacher and his/her mentor work on professional development topics such as classroom

management, assessment driven instruction, differentiation, special education, and discussing data with parents. Additional

professional development opportunities for new and returning teachers are also incorporated into weekly Grade-Level meetings

or monthly faculty meetings.




Strategy #1: The school counselor and school psychologist will provide professional development on the Student Support Team

and Child Study processes. A new platform for progress monitoring will be utilized during the 2018-2019 school year

(FastBridge). Teachers will continue to utilize progress monitoring for academics and behavior. Monthly meetings for Student

Support Teams and Child Study will continue during the 2018-2019 school year.

Strategy #2: The VPI preschool class and ECSE class will begin to incorporate more inclusive instruction between the two

classes. High quality early childhood programs, such as the High Scope curriculum based program, help to form a strong

foundation for all children to benefit.

Strategy #3: Video coaching will continue at Mount Olivet this year. The instructional team (Instructional Coach, Reading

Specialist, and Administration) will provide feedback and suggestions before the video process is expanded to other Mount

Olivet teachers. Through video conferencing, teachers will be able to better understand the importance of teacher efficacy on

student learning.

Budget Implications: Funding and budgeting for these items will occur based on the input of the Principal and the School Board staff.

Benchmark/Evaluation (or related Indistar® indicators (if applicable):

Strategy 1 – SST and Child Study Professional Development (Trainings)/SST and Child Study Intervention Logs and

Assessment Data

Strategy 2 – Lesson Plans/Observations/Grade Level Meetings/Activity Logs

Strategy 3 – Video Conferencing Forms/Logs/Feedback Evidence

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